Published August 23, 2016
Academic , Teacher , technology , technology integration , Training , Uncategorized
Tags: ISTE, Teachers, technology, technology integration, Training
When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go to a technology integration teacher. Any technology integration teacher should offer direct instruction in exactly what the teacher wants. A friend of mine just came back from a one-on-one training session on a management system. He felt lost since the technology integration person showed all the possibilities and my friend became very confused as to what to actually do. My friend felt like the technology integration teacher was boasting about all she knew about the program. My friend did not come away knowing how to use the program. He did not have what he needed for his class. He did not know the time.
How do you, technology integration teachers, instruct teachers in exactly what they need in a simple manner so that they can spend their time on helping students learn their subject area instead of their spending hours trying to figure out how to use a technology?
Published March 11, 2008
Power Point , PowerPoint , professional development , Teach , Teacher , technology , Training , Workshop
Tags: Education, Excite, professional development, Purpose, School, Session, technology, Training, Workshop
I recently attended a conference. In the first session I went to the person was enthusiastic, excited, and full of personal stories that had very little to do with the content. We got through about 1/4 of the content and then very superficially. The next session was a very methodical person who went step by step through a process and showed examples. I wonder how we are when we teach. Do we focus on content as the second person did or do we focus on being interesting & friendly as the first person? Yes, we can combine both but usually we focus more on one than the other. I spent time last year in visiting many schools and I find most teachers were trying hard to make the class exciting. They tried so hard that they spent less time on content and more on “fun and games”. One of the teachers had PowerPoints that made weird sounds and had flying things. The PowerPoint become more like a circus show than a learning environment.
How do you teach and how do you use technology to support your teaching?
Published March 6, 2008
Academic , Accountability , Achievement , Assess , Assessment , assessment for learning , Formative , Formative assessment , formative feedback , professional development , Session , technology , technology integration , Workshop
Tags: Class, Education, Formative, Formative assessment, Hands-on, PD, professional development, Session, technology, technology integration, Training, Workshop
I am doing a two hour formative assessment and technology “hands-on” workshop this weekend. I do not like “hands-on” workshops since they imply that the physical activity is the focus of the workshop. I prefer “minds-on” workshops where the participants spend time thinking and then they may do something on the computer. In the past, I have been amazed when people finish my workshop and they complain that they “didn’t use the technology very much so why were we in a lab?” They have just seen ten different examples of formative assessment that use various technologies; they have seen simple yet highly effective ways of integrating formative assessment into the class. They know how to implement these techniques. However, they want to complain about not using technology very much. I would like their focus to be on education and not technology.